Military School Job Openings

Location: Ogden, UT
Posted:
January 6, 2022
Starting:
June 1, 2022

Superintendent – Utah Military Academy

Multiple campuses, travel required

Compensation: $115,000 to $130,000 plus benefits, depending on experience. A moving allowance will be made available by the Board of Directors, as needed. 

Applicant Qualifications:

Minimum requirements: Master’s Degree with a minimum of five years of experience of proven instructional leadership as a superintendent, assistant superintendent, or other administrative leaderships, or four or more years of experience as a principal. Classroom experience at the middle or high school level is required. Prior military experience desired. 

We are seeking an experienced and outstanding leader to serve as our superintendent. Successful candidates will demonstrate strong, calm leadership skills focused on staff growth and achievement. Our schools are focused on cadets graduating prepared for college, as well we have substantial commitment and investment in CTE/STEM programs. This means that many of our cadets work aggressively towards various certificates, internships, and direct employment in technical fields upon graduation. While we prepare cadets for college, we recognize that a majority of cadets will be best served by engaging in a CTE program. A strong commitment for supporting these paths is essential. This means ensuring that our structure and staffing is aligned to serve those dual purposes.

A successful candidate will not only demonstrate a strong record of managing people and careers. They will have a proven record of working closely with a Board of Directors, and the charter school Authorizer. Our school has had many successes, and many challenges. Developing a long-term path that remains true to the vision, mission, and model of our Charter, building at trusted rapport with the Board of Directors, and Authorizer is essential. Leadership requires balance, prioritization, and decisive decision making. We seek a leader who creates a healthy work environment for all. This includes mentoring, conflict resolution of leaders, staff, and parents. This also means working with key leaders to find the proper balance between academic goals, CTE opportunities, special education, and extracurricular engagement, all the while remaining within the budget as approved by the Board of Directors. Leaders must remain calm, focused, and build confidence within the team. Focus on team leadership and ensuring all activities remain centered on achieving the goals is central. 

Educational and Program Management

  • Ensure that principals are properly engaging curriculum, and instructional practices with fidelity.
  • Ensure that principals actively engaged in teacher observations
  • Work with principals and Department heads to review, implement and evaluate instructional development programs
  • Work with the principals and Human Resources to ensure that timely, and sound decisions are made with hiring, retention and possible termination of all instruction and teaching staff
  • Work with the principals to develop a tool to ensure they are supervising teachers and aides, regularly observe classes and groups, and coordinate the development of training programs in methods, content, and structure
  • Ensure that the principals are effectively collecting, interpreting, and implementing student data. 
  • Work with the principals, business manager and other administration on the purchase, and distribution of curriculum materials
  • Ensure that a district wide program of professional development is relevant, effective, and engaged based upon LEA, campus, and classroom level data.

Classroom Management and Organization

  • Ensure that teachers are trained in methods of classroom preparation to enhance instruction as prescribed by charter’s curriculum and methods, with a focus on Teach Like a Champion
  • Ensure that teachers, instructors, and all staff are trained on how to manage student behavior in agreement with the school’s code of conduct and related policies and programs
  • Ensure that the principals are properly supervising cadets in all areas of the school, including pick-up and drop-off, recess, lunch, assemblies, field trips, and other responsibilities as assigned.
  • Ensure that Special Education and Title I is very intentional, and properly integrated into all aspects of campus instruction and activities. 

Special Education

  • Coordinate with the Special Education Director, ensuring all campuses are engaged with intentionality, fidelity and helping to resolve any challenges that may hinder full engagement. 
  • Ensure that Special Education Director attends regular LEA meetings provided by the State and follow up on content of trainings
  • Keep abreast of changing laws and regulation that apply to Special Education
  • Ensure General Education teachers are trained on Special Education needs of cadets and the school’s vision of inclusion
  • Ensure annual and periodic special education data uploads and reporting meets appropriate state and federal requirements
  • Ensure that all fiscal policies are in 100% compliance with Special Education finance Law and Rules. 

Supervisory Responsibilities

  • Develop and implement a consistent plan to oversee and assess all administration, both at the LEA and the campus level. 
  • Evaluate the effectiveness of outside service providers
  • Ensure that parent and staff communication, and conflict resolution is happening in a timely, satisfactory manner. 

Evaluation and Reporting

  • Provide/receive student performance measurements to/from the principals, who will keep an accurate, up-to-date record of student performance and progress throughout the year.
  • Meet with parents as an appellant function, to discuss needs and progress of cadets.
  • Respect the confidentiality of records and information regarding cadets, parents, and teachers in accordance with accepted professional ethics, and state and federal laws.

Growth of Organization

  • To work with the Board of Directors, and Authorizer in expanding future campuses
  • To ensure the budget has sufficient room for future growth, includes pre-placement of key personnel a year prior to opening, as well all opening costs
  • Work with appropriate members of administration to expand relationships within the local, state and national community to support the growth plans of the organization
  • To build local, state and national pipelines for future employees
  • To remain very aware of, and engaged within, the state and national charter school community
  • Establish a close, working relationship with any consultants or external personnel hired by the Board of Directors to support the vision, mission and model. 

Key Measurements of Success

  • State Achievement test, to include participation rate
  • ACT results for 11th graders
  • UPIPS – Special Education assessment tool for schools
  • NWEA, North-West Education Association assessment tool for 6th through 11th grades
  • Attendance
  • Graduation rate
  • CTE Certificate completion/awards rate
  • Teacher certification within assigned courses
  • Fiscal compliance to Board approved budget
  • Number of spots in school activities (ie sports, extracurricular activities)
  • Weekly communication with parents
  • Annual parent survey
  • Bi-annual evaluation by Board of Directors
  • 100% Compliance with all expectations of various state agencies and the Authorizer
  • Setting expectations with the Board of Directors towards organization growth measures